Universities, Work‐based Learning and Issues about Knowledge<sup>[1]</sup>

Ebbutt, David

doi:10.1080/1359674960010306

Cited by 11 publications

(7 citation statements)

References 3 publications

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“…WIL is referred to in the literature as experiential learning (McKune 2013), cooperative education (Wessels 2014), workplace-based experience (Roopnarain and Akoobhai 2014) and work-based learning (Comyn and Brewer 2018;Ebbutt 1996). It is also referred to as an "umbrella term" (Oliver 2015, 60;Reinhard et al 2016, 251) as it is difficult to define, given the various terms associated with WIL, the contexts in which they are used and the range of workplace learning programmes that they describe.…”

Section: Literature Reviewmentioning

confidence: 99%

Workplace-based learning: An industry perspective

Ziegler

Chipanga

Magoda

2020

SAJHE

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Workplace-based learning (WPBL) is a compulsory component of the Mechanical Engineering undergraduate qualification at a South African university of technology (UoT). The Mechanical Engineering students spend a compulsory period of 12 months in industry as part of their undergraduate diploma. However, in response to a national call for curricula revision from the Council on Higher Education (CHE) to align qualifications to the Higher Education Qualifications Sub-Framework (HEQSF), South African higher education institutions embarked on restructuring their qualifications. As a result, the new HEQSF aligned Diploma in Mechanical Engineering (NQF 6) now requires students to spend a reduced period of six months in industry. Given the importance of WPBL in the undergraduate programme, this article focuses on the new reduced period for WPBL and how industry partners view this change. This study draws on data generated through the use of structured questionnaires. One of the outcomes of this study is that industry partners emphasise the importance of the time that students spend in industry and that a reduction in such time will negatively impact on student workplace learning. The perspectives expressed by the industry partners open up avenues for follow-up studies in this regard.

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Section: Literature Reviewmentioning

confidence: 99%

Workplace-based learning: An industry perspective

Ziegler

Chipanga

Magoda

2020

SAJHE

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“…The requirement for inclusion of "on-the-job" learning in the workplace reflects the wider policy commitment to the recognition of work-based learning. This had been expressed in the early 1990s by the Employment Department, when referring to "the straightforward assumption that what can be learnt at work is as valid as that which can be learnt in the lecture theatre, and that it is worthy of academic recognition" (cited in Ebbutt, 1996). As Boud and Symes (2000) point out, 'The emergence of work-based learning acknowledges that work, even on a day-to-day basis, is imbued with learning opportunities [.…”

Section: Rationale For Postgraduate Certificatementioning

confidence: 99%

Reflection in a workplace qualification: challenges and benefits

Hegarty

Kelly

Walsh

2011

Journal of Workplace Learning

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Purpose -The purpose of this paper is to discuss the challenges and benefits that arose from the implementation of an innovative example of employer responsive provision, i.e. of a postgraduate programme that is work-based and designed specifically to meet the needs of the organisation. Design/methodology/approach -The approach is to outline the principles and challenges involved in designing a postgraduate programme that combines both scientific and personal/professional development in a way that is extremely unusual. In order to achieve this, in addition to assessment of technical scientific skills, it was necessary to integrate pedagogy that would support critical reflection on wider professional practice into the programme. The use of reflection on practice adopted an approach which is not familiar to the scientific community. Findings -Adoption of reflection on practice introduced particular challenges for programme design and delivery that required those involved to review their own practice critically. This provided particular challenges in the context of a scientific community, due to the required change in perspective. However, now the programme is established, it appears that the inclusion of critical reflection has provided the organisation with some additional benefits and unexpected observations. Originality/value -The originality value of the paper derives from two elements. One is the consideration of a programme that integrates a technical scientific perspective together with reflective practice. The other is in the indication from the outcomes that such a combination may be of demonstrable organisational benefit. Evaluation of the organisational benefits of work-based learning (as opposed to the individual benefits) has in the past proved challenging.

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“…In terms of WBL that is formally assessed and accredited, Ebbutt (1996) suggests a classi cation scheme constituting four modes:…”

Section: What Is Work-based Learning?mentioning

confidence: 99%

Work-based Learning, Action Learning and the Virtual Paradigm

Gray¹

2001

Journal of Further and Higher Education

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Action learning is a central part of many work-based learning programmes, and, to be effective, requires the learner to engage in re ective learning. This article looks at how the re ective learning cycle can be integrated with action learning processes to create the dynamic of enhanced business effectiveness and individual understanding. Through a case study of a university-corporate partnership, the article explores how a virtual learning environment (web-based materials and interactive forum) can be integrated effectively into the action learning-re ection cycle. It is suggested that the combination of action learning and virtual technology has the potential for enhancing learning, providing data for interactive discussions, and a means of disseminating new knowledge and management best practice within organisations.

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Universities, Work‐based Learning and Issues about Knowledge^[1]

Cited by 11 publications

References 3 publications

Workplace-based learning: An industry perspective

Workplace-based learning: An industry perspective

Reflection in a workplace qualification: challenges and benefits

Work-based Learning, Action Learning and the Virtual Paradigm

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Universities, Work‐based Learning and Issues about Knowledge[1]

Cited by 11 publications

References 3 publications

Workplace-based learning: An industry perspective

Workplace-based learning: An industry perspective

Reflection in a workplace qualification: challenges and benefits

Work-based Learning, Action Learning and the Virtual Paradigm

Contact Info

Product

Resources

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Universities, Work‐based Learning and Issues about Knowledge^[1]